System and method for student engagement and active learning

ABSTRACT

A system, apparatus, and method for using a teaching tool comprises a housing, at least one guide rail formed on an inner surface of the housing, at least one compartment configured in the housing, at least one engagement tool, and a base connected to the housing, wherein the teaching tools can be used for the engagement of students in classroom activities.

CROSS REFERENCE TO RELATED APPLICATIONS

This application is a Continuation in Part of U.S. application Ser. No.16/273,010 entitled “SYSTEM AND METHOD FOR STUDENT ENGAGEMENT AND ACTIVELEARNING,” filed Feb. 11, 2019. U.S. application Ser. No. 16/273,010 isherein incorporated by reference in its entirety.

TECHNICAL FIELD

The present embodiments are generally related to educational tools. Theembodiments are further related to methods and systems associated withteaching. The embodiments are further related to methods and systems forengaging students. More specifically, the embodiments are related tomethods and systems for student engagement active learning tools.

BACKGROUND

Student engagement is a critical factor in improving educationaloutcomes. As such teachers employ various methods to attempt toencourage student engagement in classroom activities. However, wellknown methods for engaging students have various problems.

For instance, in a classic example, a teacher may ask a question andthen request that students raise their hand to provide the answer. Whilethis method does require student engagement, by nature some students aremore extroverted, and thus more likely to raise their hand. Likewise,some students may refuse to raise their hand, even if they know theanswer to the question, because they are shy or lack confidence.

In another example, students might be divided into smaller groups andasked to share a story or solve a problem. This type of arrangementreduces the pool of students working on the task and thus encourageseven shy students to engage in the exercise. However, more extrovertedstudents will naturally tend to dominate the exercise by speaking morethan students who are less naturally inclined to speak or participate.Participation in such activities has a demonstrable impact on thequality of the lesson for the student. Thus, students who are naturallydisinclined to participate, generally take less from lessons thatrequire participation, than those students that actively engage in theexercise.

Accordingly, there is a need in the art for systems and methods that aidand improve in student engagement in classroom activities.

SUMMARY

The following summary is provided to facilitate an understanding of someof the innovative features unique to the embodiments disclosed and isnot intended to be a full description. A full appreciation of thevarious aspects of the embodiments can be gained by taking the entirespecification, claims, drawings, and abstract as a whole.

It is, therefore, one aspect of the disclosed embodiments to provideeducational tools.

It is another aspect of the disclosed embodiments is to provide methodsand systems associated with teaching.

It is another aspect of the disclosed embodiments is to provide methodsand systems for engaging students.

It is yet another aspect of the disclosed embodiments to provide methodsand systems for student engagement active learning tools.

For example, in the embodiments disclosed herein a system and method fora teaching aid system comprises a housing, at least one compartmentconfigured in the housing, at least one engagement tool, and a baseconnected to the housing is disclosed.

The housing further comprises at least one retaining strut formed on anexterior wall of the housing and at least one slot formed in a lip ofthe housing. The system further comprises at least one identificationplate engaged to the exterior wall of the housing with the at least oneretaining strut. A coating can be formed on the identification plate,the coating comprising at least one of a blackboard coating and awhiteboard coating.

The base connected to the housing further comprises a dowel connectingthe base to the housing and can also include a race and bearing assemblythat allows the housing to be rotated.

In an embodiment the at least one engagement tool further comprises atleast one of: stones, sticks, timers, stickie notes, markers, and dice.

The at least one compartment further comprises one of: four equallysized compartments, one large compartment and two smaller compartments,two equally sized compartments, and one compartment.

In an embodiment, a teaching aid system comprises a housing comprisingan exterior wall with a plurality of sides, the housing furthercomprises: at least one retaining strut formed on each side of theexterior wall of the housing; and at least one slot formed in a lip ofthe housing; at least one identification plate engaged to each side ofthe exterior wall of the housing with the at least one retaining strut;and a unique identifier on the identification plate, wherein theidentification plate is configured to identify a student or group ofstudents at whom the identification plate is pointing; a plurality ofcompartments configured in said housing wherein the compartments areconfigured to hold at least one engagement tool; a base connected to thehousing, the base further comprising a drawer; a coating formed on eachof the at least one identification plates, the coating comprising atleast one of: a blackboard coating and a whiteboard coating. In anembodiment, the teaching aid system further comprises at least oneidentification plate engaged to the exterior wall of the housing withthe at least one retaining strut. In an embodiment, the base connectedto the housing further comprises a dowel connecting the base to thehousing and a race and bearing assembly. In an embodiment, the at leastone engagement tool further comprises at least one of: stones, sticks,sand timers, stickie notes, markers, highlighters, and dice. In anembodiment, the at least one engagement tool further comprises aflagpole and a flag configured to attach to said flagpole. In anembodiment, at least one compartment further comprises one of: fourequally sized compartments, one large compartment and two smallercompartments, two equally sized compartments, and one compartment.

In another embodiment, a teaching aid apparatus comprises a housing; atleast one guide rail formed on an inner surface of said housing; aplurality of removable compartments configured in said housing; at leastone engagement tool in each of the plurality of compartments, the atleast one engagement tool comprising a flag system; a base connected tothe housing; wherein said housing further comprises: at least oneretaining strut formed on each side of the exterior wall of the housing;and at least one slot formed in a lip of the housing; at least oneidentification plate engaged to each side of the exterior wall of thehousing with the at least one retaining strut; and a unique identifieron each side of the exterior wall of the housing, wherein eachidentification plate can be engaged in front of the unique identifier,and wherein each identification plate is configured to identify astudent or group of students at whom the identification plate ispointing; and wherein each unique identifier on each of the plurality ofidentification plates corresponds to instructions for using one or moreof the plurality of engagement tools in one or more of the removablecompartments; and a coating formed on each of the at least oneidentification plates, the coating comprising at least one of: ablackboard coating and a whiteboard coating. In an embodiment, the atleast one engagement tool further comprises at least one of: stones,sticks, sand timers, stickie notes, markers, highlighters, and dice. Inan embodiment, the base connected to the housing further comprises adowel connecting the base to the housing. In an embodiment, the baseconnected to the housing further comprises a race and bearing assemblyformed in the base and connected to the dowel. In an embodiment, the atleast one latch is configured to hold the at least one compartment inplace. In an embodiment, the at least one compartment further comprisesone of four equally sized compartments; one large compartment and twosmaller compartments; two equally sized compartments; and onecompartment.

In an embodiment, a system comprises a housing; at least one guide railformed on an inner surface of said housing; at least one compartmentconfigured in said housing; at least one latch configured to hold the atleast one compartment in the housing; a base connected to the housing;and a tablet device configured to mount to the housing, the tabletdevice comprising a computer system, said computer system furthercomprising: at least one processor; and a computer-usable mediumembodying computer program code, the computer-usable medium capable ofcommunicating with the at least one processor, the computer program codecomprising instructions executable by the at least one processor andconfigured for: displaying at least one identifier. In an embodiment thehousing further comprises at least two retaining struts formed on anexterior wall of the housing. In an embodiment, the computer programcode comprising instructions executable by the at least one processorand configured for providing a buzzing in function. In an embodiment,the base connected to the housing further comprises a dowel connectingthe base to the housing and a race and bearing assembly formed in thebase and connected to the dowel. In an embodiment, the at least oneengagement tool further comprises at least one of: stones, sticks, sandtimers, stickie notes, markers, highlighters, and dice. In anembodiment, the at least one engagement tool further comprises a flagsystem. In an embodiment, at least one compartment further comprises oneof: four equally sized compartments, one large compartment and twosmaller compartments, two equally sized compartments, and onecompartment. In an embodiment the system further comprises a light barconfigured on the at least two retaining struts.

BRIEF DESCRIPTION OF THE FIGURES

The accompanying figures, in which like reference numerals refer toidentical or functionally similar elements throughout the separate viewsand which are incorporated in and form a part of the specification,further illustrate the embodiments and, together with the detaileddescription, serve to explain the embodiments disclosed herein.

FIG. 1 depicts a teaching aid in accordance with the disclosedembodiments;

FIG. 2A depicts another embodiment of a teaching aid in accordance withthe disclosed embodiments;

FIG. 2B depicts another embodiment of a teaching aid in accordance withthe disclosed embodiments;

FIG. 3 depicts a side view of a teaching aid in accordance with thedisclosed embodiments;

FIG. 4A-4D depict top views of various arrangements of a teaching aid inaccordance with the disclosed embodiments;

FIG. 5A depicts various engagement tools in accordance with thedisclosed embodiments;

FIG. 5B depicts a flag engagement tool in accordance with the disclosedembodiments;

FIG. 6A depicts another embodiment of a teaching aid in accordance withthe disclosed embodiments;

FIG. 6B depicts another embodiment of a teaching aid in accordance withthe disclosed embodiments;

FIG. 7 depicts a flow chart illustrating steps associated with a studentengagement method in accordance with the disclosed embodiments;

FIG. 8 depicts a block diagram of a computer system which is implementedin accordance with the disclosed embodiments;

FIG. 9 depicts a graphical representation of a network ofdata-processing devices in which aspects of the present embodiments maybe implemented; and

FIG. 10 depicts a computer software system for directing the operationof the data-processing system depicted in FIG. 1 , in accordance with anembodiment;

DETAILED DESCRIPTION

The particular values and configurations discussed in the followingnon-limiting examples can be varied, and are cited merely to illustrateone or more embodiments and are not intended to limit the scope thereof.

Example embodiments will now be described more fully hereinafter, withreference to the accompanying drawings, in which illustrativeembodiments are shown. The embodiments disclosed herein can be embodiedin many different forms and should not be construed as limited to theembodiments set forth herein; rather, these embodiments are provided sothat this disclosure will be thorough and complete, and will fullyconvey the scope of the embodiments to those skilled in the art. Likenumbers refer to like elements throughout.

The terminology used herein is for the purpose of describing particularembodiments only and is not intended to be limiting. As used herein, thesingular forms “a”, “an”, and “the” are intended to include the pluralforms as well, unless the context clearly indicates otherwise. It willbe further understood that the terms “comprises” and/or “comprising,”when used in this specification, specify the presence of statedfeatures, integers, steps, operations, elements, and/or components, butdo not preclude the presence or addition of one or more other features,integers, steps, operations, elements, components, and/or groupsthereof.

Throughout the specification and claims, terms may have nuanced meaningssuggested or implied in context beyond an explicitly stated meaning.Likewise, the phrase “in one embodiment” as used herein does notnecessarily refer to the same embodiment and the phrase “in anotherembodiment” as used herein does not necessarily refer to a differentembodiment. It is intended, for example, that claimed subject matterinclude combinations of example embodiments in whole or in part.

Unless otherwise defined, all terms (including technical and scientificterms) used herein have the same meaning as commonly understood by oneof ordinary skill in the art. It will be further understood that terms,such as those defined in commonly used dictionaries, should beinterpreted as having a meaning that is consistent with their meaning inthe context of the relevant art and will not be interpreted in anidealized or overly formal sense unless expressly so defined herein.

It is contemplated that any embodiment discussed in this specificationcan be implemented with respect to any method, kit, reagent, orcomposition of the invention, and vice versa. Furthermore, compositionsof the invention can be used to achieve methods of the invention.

It will be understood that particular embodiments described herein areshown by way of illustration and not as limitations of the invention.The principal features of this invention can be employed in variousembodiments without departing from the scope of the invention. Thoseskilled in the art will recognize, or be able to ascertain using no morethan routine experimentation, numerous equivalents to the specificprocedures described herein. Such equivalents are considered to bewithin the scope of this invention and are covered by the claims.

The use of the word “a” or “an” when used in conjunction with the term“comprising” in the claims and/or the specification may mean “one,” butit is also consistent with the meaning of “one or more,” “at least one,”and “one or more than one.” The use of the term “or” in the claims isused to mean “and/or” unless explicitly indicated to refer toalternatives only or the alternatives are mutually exclusive, althoughthe disclosure supports a definition that refers to only alternativesand “and/or.” Throughout this application, the term “about” is used toindicate that a value includes the inherent variation of error for thedevice, the method being employed to determine the value, or thevariation that exists among the study subjects.

As used in this specification and claim(s), the words “comprising” (andany form of comprising, such as “comprise” and “comprises”), “having”(and any form of having, such as “have” and “has”), “including” (and anyform of including, such as “includes” and “include”) or “containing”(and any form of containing, such as “contains” and “contain”) areinclusive or open-ended and do not exclude additional, unrecitedelements or method steps.

The term “or combinations thereof” as used herein refers to allpermutations and combinations of the listed items preceding the term.For example, “A, B, C, or combinations thereof” is intended to includeat least one of: A, B, C, AB, AC, BC, or ABC, and if order is importantin a particular context, also BA, CA, CB, CBA, BCA, ACB, BAC, or CAB.Continuing with this example, expressly included are combinations thatcontain repeats of one or more item or term, such as BB, AAA, AB, BBC,AAABCCCC, CBBAAA, CABABB, and so forth. The skilled artisan willunderstand that typically there is no limit on the number of items orterms in any combination, unless otherwise apparent from the context.

All of the compositions and/or methods disclosed and claimed herein canbe made and executed without undue experimentation in light of thepresent disclosure. While the compositions and methods of this inventionhave been described in terms of preferred embodiments, it will beapparent to those of skill in the art that variations may be applied tothe compositions and/or methods and in the steps or in the sequence ofsteps of the method described herein without departing from the concept,spirit and scope of the invention. All such similar substitutes andmodifications apparent to those skilled in the art are deemed to bewithin the spirit, scope and concept of the invention as defined by theappended claims.

The embodiments disclosed herein provide a system, method, and apparatusdesigned to improve student participation and engagement in classroomactivities. The embodiments give educators a means of controllingstudent engagement when students are broken into groups, and forensuring an equal measure of participation for each student, even whenthe educator is working with a large number of students.

An embodiment of an exemplary system 100 is illustrated in FIG. 1 . Thesystem 100, includes an outer housing 105 connected to a base 110. Theouter housing 105, shown in FIG. 1 is formed in the shape of a cube. Thecube shape is ideal for groups of four students where each of the fourstudents will have one side of the cube facing them. However, it shouldbe understood that in other embodiments, the outer housing 105 can beconfigured in other shapes. In other embodiments, the outer housing 105can be configured to be adjustable such that the outer housing 105 canbe rearranged into new shapes according to variations in the lesson planand/or the number of students in the group.

The outer housing 105 includes a series of one or more guide rails 115formed on the inner surface of the vertical and/or bottom walls. Theguide rails 115 are configured to fit with a series of one or morecompartments 120 (shown in FIG. 2A) designed to fit inside the outerhousing 105.

The compartments 120 can be embodied in a number of ways, some of whichare illustrated in the top view provided in FIGS. 4A-4C. For example, incertain embodiments the compartments 120 can comprise a series of fourequivalently sized compartments 405 such that the four compartmentsoccupy an equal amount of space in the outer housing 105. In otherembodiments, one larger compartment 410 of a size roughly, or exactly,equivalent to the two smaller compartments can be used such that the twosmaller compartments 405 occupy one half of the space in the outerhousing 105 while the larger compartment 410 occupies the other half. Inyet another embodiment, two compartments 410 can each occupy half of thespace in the outer housing 105, or a single compartment 415 can beconfigured in the outer housing 105.

It should be understood that in other embodiments, other arrangements ofcompartments can be used, including simply utilizing the space insidethe outer housing 105. In some embodiments, one or more of the innercompartments can be configured in a nested arrangement such thatadditional compartments can be inserted therein. Likewise, thecompartments can be formed in larger or smaller shapes, and/or withdifferent shapes, in accordance with design considerations.

In other embodiments, the arrangement of compartments 120 can includeother variations. For example, the compartments 120 can be configured tobe removable or immovable. In cases where the compartments areremovable, a releasable latch 125 can be provided on the outer housing105 to temporarily hold the compartment 120 in place.

In certain embodiments, the upper rim of the vertical housing caninclude an overhang with one or more slots 130 formed therein. Thevertical exterior corners of the outer housing 105 can further includeretaining struts 135. An identification plate 140 can be configured tofit through the slot 130. The identification plate 140 can be installedin front of one of the exterior vertical walls of the outer housing 105,and is held in place by the lip of the slot 130 and one or more of theretaining struts 135. An identification plate 140 can be provided foreach side of the outer housing 105.

The identification plate 140 can be formed from plastic, and/orwhiteboard, and/or can be coated in blackboard material, whiteboardmaterial, or other such material upon which an identifier 145 can beprovided. In other embodiments, the identifier 145 can be permanentlyaffixed to the outer surface of the outer housing 105. In otherembodiments, a permanent identifier, such as a number, letter, etc. canbe permanently affixed to the outer surface of the outer housing 105,and when necessary, the identification plate 140 can be inserted infront of the outer surface so that the permanent identifier is obscuredand a new identifier 145 is externally visible.

The identification plate 140 can be removed from one surface of theouter housing 105 and inserted in place in another of the sides of theouter housing 105. Additionally, a similar identification plate 140 canbe provided for each of the sides (e.g., four sides as shown in FIG. 1 )of the outer housing 105. Each of the identification plates 140 can beof a different color, and can include a different color on each of thefront and back surfaces. Similarly, each of the identification plates140 can include a different identifier 145 (e.g., a number, a letter, afictional character, an animal, etc.) and a different identifier 145 canbe included on the front and back of the identification plate 140. Inuse, the identifier 145 associated with a certain side of the outerhousing 105 can be used to identify the student, or group of students,at whom that identification plate 140 is pointing.

The base 110, connected to outer housing 105, can include a drawer 150formed therein. The drawer 150 can be configured to store supplies orengagement tools as further detailed herein. For example, in certainembodiments the drawer 150 can be used to store stickie notes. In otherembodiments, the drawer 150 can be used to store excess or replacementengagement tools.

The bottom surface of the outer housing 105 can be connected to base110, as shown in the side view of system 100 illustrated in FIG. 3 . Thebase 110 serves as the interface between the system and, for example, adesk. The base 110 can be configured with a dowel 305 that extendsbetween the base 110 and the outer housing 105. The dowel 305 can bepermanently affixed or can allow the housing to rotate in relation tothe base 110. The base 110 can include a high friction coating 310(e.g., plastic, rubber, etc.) on its bottom surface to prevent the base110 from sliding or moving, particularly when the outer housing 105 isbeing independently rotated.

Rotation of the system 100 can be achieved in a number of ways. In oneembodiment, the base 110 is fitted with a race and bearing assembly 315.The dowel 305 can be engaged in the race and bearing assembly 315 on oneend, and fixedly attached to the bottom surface of the outer housing 105on the other end. Thus, the dowel 305 can rotate in the race and bearingassembly 315 and, by extension, impart rotation on the outer housing105. Stops can be provided in the race and bearing assembly 315 suchthat the outer housing 105 naturally stops at each 90 degree rotation,in the case of a four-sided outer housing, such that the outer housingcan be naturally rotated in 90 degree increments. In other embodiments,where the outer housing has a different number of sides, the stops canbe incorporated for different degrees of rotation.

Rotation of the system 100 offers a number of advantageous uses. Forexample, teachers can instruct students to turn the outer housing 105 toface a different student. In other circumstances, the teacher caninstruct the students to spin the outer housing 105 to randomly assignstudents to a side of the system 100. This can be used to decide whowill do what task or who will be with whom for an activity. It should beappreciated that, in certain embodiments, the system can be locked toprevent rotation.

In certain embodiments, the rotation of the system can be controlledelectronically. In such embodiments, a motor can be attached to thedowel 305 in order to rotate the device with a controller or other suchdevice. The controller can comprise a mobile device or hardwired deviceas further detailed herein.

In yet another embodiment, the base 110 can be fixedly connected to theouter housing 105 with the dowel 305 or other such structure. In such anembodiment, the base 110 and outer housing 105 are not configured torotate independently of one another.

FIG. 2A illustrates an exemplary embodiment of the system 100, whereinvarious engagement tools are stored in the compartments 120. In certainembodiments, engagement tools can include stones 205, sticks 210, timers215 (e.g., sand timers, digital timers, etc.), stickie notes and/orpost-it notes 220, markers and/or highlighters 225, dice 230, etc. FIG.2B illustrates another embodiment of the system 100, comprising anidentifier flag 250. Individual versions of the engagement tools areillustrated in FIG. 5A and FIG. 5B. Each of the engagement tools can beused to facilitate one or more engagement strategies with students. Assuch, each of the engagement tools can be further configured in avariety of ways.

For example, the group of one or more sticks (or “talking sticks”) 210can be configured to have matching or staggered lengths, one or morecolors, and/or one or more shapes. In certain embodiments, the talkingsticks 210 can comprise small popsicle-stick like objects. The sticks210 can include variations in color (e.g., red, blue, green, yellow,etc.), variations in detail (e.g., striped, dotted, etc.), and variousother identifying marks (e.g., numbers, letters, etc.).

In practice, the talking sticks 210 can be used to keep track of whichstudent is sharing and what that student is sharing. In the embodimentsdisclosed herein, the talking sticks 210 can be used to encouragestudents to talk to one another and consciously pay attention to thistask.

This goal can be achieved in a number of ways. In one example, eachstudent in a group chooses a certain set of sticks 210. They canrandomly choose (for example 6) or choose all of one color/shape/design.Every time a student shares something with their group, they put one oftheir sticks 210 down. This provides a visual indicator to theinstructor who can see which students are sharing, and provides a wayfor each of the students in the group to learn to allow each student toshare in equal measure.

In another exemplary embodiment, each person in the group chooses oneset of sticks 210. The teacher can provide statements regarding a story,with which the students are familiar. If the student believes theinstructor's statement about the story is true, the student isinstructed to hold up the red stick 210. If they believe the statementis false, they are instructed to raise the blue stick 210, and if theydo not know, they are instructed to raise the green stick 210 (note theassignment of stick color is exemplary). This exercise forces thestudents to actively engage while the teacher is talking. From theteacher's perspective, it allows them to see what the students arethinking without having to put any individual student on the spot.

In another embodiment, stones 205 (or “talking stones”) can beconfigured to have matching or varied shapes, matching or varied sizes,and/or one or more colors. The talking stones 205 are small stones, orstone-like objects (e.g., marbles, balls, rubber balls, magnets, etc.).The stones 205 can include variations in color (e.g., red, blue, green,yellow, etc.), variations in detail (e.g., striped, dotted, etc.), andvarious other identifying marks (e.g., numbers, letters, etc.).

The talking stones 205 can comprise small stone-like objects which canbe used to keep track of who is sharing and what that person is sharing,as with the talking sticks 210. The objective is to encourage studentsto talk to one another and consciously pay attention to this task.

This goal can be achieved in a number of ways. In one example, eachperson in a group chooses a certain set of stones 205. They can randomlychoose (for example 6) stones 205, or can choose all of onecolor/shape/design. Every time someone shares something with theirgroup, they put one of their stones 205 down. As with the talking sticks210, the talking stones 205 can be used to facilitate active studentengagement in participatory exercises, and other classroom activities.

In another embodiment, stickie notes 220 can be used. The stickie notes220 can comprise post-it notes that the teacher uses to engage studentsduring a lesson. The stickie notes 220 can have one or more sizes, oneor more shapes, and/or one or more colors.

In certain embodiments, the stickie notes 220 can be used forpre-reading instruction, during-reading, post-reading exercises,brainstorming, as exit tickets, for formative assessments, etc. Forexample, any time the teacher wants the students to contribute somethingin writing, she can ask them to take a stickie note 220 from the systemand write something on it, in accordance with the task required. Theinstructor can further ask the students to attach the stickie 220 withthe writing, to other elements of the system (e.g., another student'scolored talking stick 210), or classroom objects as required for thelesson.

In other embodiments, symbols 235 can be useful as identifiers. Thesymbols 235 can be provided on small stickie pads 240, magnetized cards245, or via other means to connect the identifiers to the plates 140. Incertain embodiments, symbols 235 can include identifying/role cards suchas: the numbers: 1, 2, 3, 4, 4/5, the symbol of a die for the person whowill roll the die, the symbol of a question mark for the person who willask the question, the symbol of a person speaking for the person whowill answer the question, the symbol of a pen for the person who willwrite, the symbol for peanut butter and symbol for jelly. This is forpairing students off (e.g., “peanut butter and jelly come up with onereason why . . . ”), and the symbol for cotton and the symbol for candy.This is also for pairing students (e.g., “cotton and candy come up withone reason why . . . ”).

It should be appreciated that the use of sticky pads 240 can beaccomplished, by sticking the stick'em on the sticky pad to the plate140. In embodiments, where magnetized cards 245 are used, the plate 140can be comprised of a magnet, and the magnetized cards 245 can be ametal card, or can have a magnetic insert of opposite polarity to thatof the plate 140.

In another embodiment, markers 225 (including highlighters, colormarkers, pencils, pens, or other writing tools), can be provide. Themarkers 225 can come in different colors (e.g., blue, green, red,orange, yellow, purple, black, brown, and yellow). The markers 225 canfurther have matching or staggered lengths, one or more colors, and/orone or more shapes.

The markers 225 can be used to write on the stickies and on the facadesof the outer housing 105, or identification plates 140. In certaincases, students can be instructed to use certain markers 225 for certainwriting tasks and other colored markers for other tasks. Colorcoordination between the markers 225, stickies 220, talking stones 205,and talking sticks 210 provide additional means for teachers to engagestudents in lessons.

In another embodiment, dice (or “talking dice”) 230 can be provided thatinclude one more sizes, two or more sides, and/or one or more colors. Incertain embodiments, the talking dice 230 are 4, 6, and 8 sided dice,with two pair of each being provided with the system 100.

The dice 230 can be used for a host of exercises including choosingquestions to ask/answer, deciding who participates in a given activity,choosing a word or practice problem to do, etc. For example, at anypoint, the teacher may say, “take out your dice, roll them, and ask yourpartner the question that corresponds to the number your rolled.”

In another embodiment, one or more timers (or “talking timers” 215) canbe provided. The timers 215 can include sand timers, digital timers, orother such timers. The timers 215 are used to support studentengagement. Any number of timers 215 with varying associated times canbe provided. In certain embodiments four timers with timer lengths of 30seconds, 45 seconds, 60 seconds, and 90 seconds can be provided.

In some exemplary methods, the timers can be used in several ways. Forexample, the teacher can choose to use the timers 215 during class tocreate wait time, to create talk time, and to create task time. Thesetimes can be used in certain ways. In a first example, a think/wait timeis provided. The teacher can, for example, pose a question and ask thestudents to turn over their timers 215 for 30 seconds of thinking time.Once the timer is up, the teacher will call on a student.

In another example, the timers 215 can be used to define a talk time. Inthis case, the teacher poses a question and instructs one student toflip over the timer 215. That student is instructed to discuss thequestion while the sands are running. Once the sands stop running, thestudent stops sharing.

In another example, the timers 215 can be used to define task time. Inthis example, the teacher can give an individual student, pairs ofstudents, or larger groups of students a task. The teacher can instructthe students to flip over a sand timer 215 to help them keep track ofthe time it takes them to complete the task.

FIG. 5B illustrates another engagement tool comprising an identifierflag system 250. The flag system can include flagpole 255 upon which aflag 260 can be attached (for example, by a student or teacher). Theflag 260 can include a team name (e.g., one group's name could be the“dolphins”, another group's name could be the “sharks”, “team awesome”,“team incredible”, etc.). The flags 260 can also include anotheridentifying quality (for example, colors, images, text, etc.) that allowthe teacher and the students to engage meaningfully. For example, theteacher may say, “dolphin team is up first, then the sharks” or “I seeteam awesome is already cleaning up their desks”. Several sets of flags260 can be provided for each system 100. In certain embodiments, theflags can be made of a whiteboard sheet that allows students/teachers towrite on them.

In certain embodiments, the set of colored flags 260 can each have ameaning, such that users can communicate their needs. For example, agreen flag can mean “everything this fine; we are on track”; a yellowflag can mean “we have hit a snag; we are a bit off track”; a red flagcan mean “we have a problem that requires the teacher's help”; a blueflag can mean “we are done with the task”; an orange flag and/or apurple flag can have a meaning defined by the teacher and students.

When participating in an activity such as a group activity, a flag 260can be placed on the pole 255. The color of the flag helps the teacherunderstand the needs of each group. The flags 260 can attach to the pole255 with a hook and loop attachment 265.

In an embodiment, the flagpole 255 can extend out of one of thecontainers 405. In certain embodiments, the flagpole can have atelescopic structure 270 and base 275, with hole and pin locks 280, forexample in 3 different heights (e.g., 6, 9, and 12 inches). Students canpush down on the pole and a spring mechanism 285 will release it upward(to the next stopping point) or, if there is pressure, constrict thespring to lower the height of the pole.

While these tools are all associated with the systems disclosed herein.Additional tools can also be incorporated with, and stored in, thesystem without departing from the spirit or scope of the embodimentsdisclosed herein. It should be further understood that multiple of theengagement tools can be used in concert to provide additional teachingfunctions.

Variations in compartment configurations and engagement tools areintended to give the teacher a wide variety of options for utilizingstudent engagement strategies, with the systems and methods disclosedherein. For example, the teacher may decide to begin using the system100 with only talking stones 205, as a way to introduce the engagementconcepts associated with the system 100. Once the students have masteredthe talking stones 205, the teacher may elect to add an additionalcontainer 120, with the talking sticks 210, for example, as more complexlessons demand additional engagement tools. In addition, thecompartments 120 are removable, which gives the teacher greater controlover what tools students should use at any given time during a lesson.Thus, use of one or more engagement tool can also be used to improvestudent accountability. For example, if each group of students is givena container 102 with 24 talking stones, they should hand in a container120 with an equal number of stones.

FIG. 6A illustrates an embodiment of a system 600 that incorporatesvisual and audio stimulus features along with additional controlfunctionality. The system 600 generally includes the outer housing 105and base 110. The base 110 can be further configured to include a powersupply either via external connection to a wall socket or a battery. Thebase 110 can be configured with a receiver module 605. The receivermodule 605 can be configured as a Bluetooth receiver, wireless internetreceiver, or other such receiver. The receiver 605 can be configured toreceive instructions provided by a mobile device 610.

The mobile device 610 can include a graphical user interface (GUI) thatallows an instructor to control various audio and visual displaysconfigured on the system 600. For example, the GUI can allow theinstructor to rotate the direction of the outer housing using themechanical systems (e.g., a motor connected to the power supply) asdisclosed herein. In addition, the mobile interface can allow theinstructor to activate a light bar 615 arranged on the retaining strut135. A light bar 615 can be provided on each of the retaining struts 135such that each of the sides of the system 600 facing a student includeslight bars 615 directed to that student. In other embodiments, theidentification plates 140 can comprise LED screens. Each light bar 615can provide lights of a different color, for example associated with acolor of the identification plate 140. In other embodiments, one of thelight bars 615 facing each student can provide a red light indicator andthe other of the light bars 615 can provide a green light indicator. TheGUI provided on the mobile device 610 can allow the instructor to selectwhich color and/or which light bars 615 (or LED screen) to activate. Forexample, if the student facing identification plate “3” correctlyanswers a question, the instructor can activate the light bar 615 (orLED screen) directed toward that student.

In addition, the GUI on mobile device 610 can be used to control aloudspeaker 620 configured in the base 110. In certain embodiments, eachside of the base 110 can include a loudspeaker 620, so that each studenthas a loudspeaker 620 directed to them. The mobile device 610 can storea selection of tones that can be played through the loudspeaker 620. Inother embodiments, the instructor can use the microphone on the mobiledevice to provide audio instructions to the student via the loudspeaker620.

The light bars 615 and loudspeaker 620 can be turned on an off with ahard switch 625 on the base 110.

A student buzzer 630 can also be included in the system 600. The studentbuzzer 630 can comprise a battery operated switch that includes a wiredor wireless connection to the receiver module 605 and a wirelessconnection to the mobile device 610. The student buzzer 630 can bepowered via a battery, or via the wired connection to the power sourceassociated with the base 110. The student buzzer 630 can include a hardswitch 635 that allows the student buzzer to be turned on and off.

The student buzzer can provide a depressible contact so that when thestudent presses down on the student buzzer 630, a signal can be sent tothe receiver module 605 which can in turn activate the loudspeaker 620and/or the light bar 615. In addition, upon depression of the studentbuzzer 630, a signal can be sent to the mobile device 610 which canprovide an alert in the GUI that the student depressed the studentbuzzer 630.

It should be understood that in certain embodiments, each student usingthe system 600 can be provided a student buzzer 630. Each of the studentbuzzers 630 can include a unique identifier that allows that buzzer tobe properly identified by the mobile device 610. It should be furtherappreciated that in certain cases, multiple systems 600 may be deployedduring an in class exercise. Thus, each system 600 can include anidentifier as can each student buzzer, allowing the instructor toproperly identify each system 600, and each student buzzer 630 via theGUI of the mobile device 610.

FIG. 6B illustrates another embodiment of a system 650 wherein each ofthe identification plates 140 can comprise a tablet device 655, with atouch screen interface 660. In such an embodiment, the identifiers canbe presented digitally on the touch screen interface 660. Theidentifying symbols can be configured to be animated. For example, thesymbols scroll across the screen of identification plates 140 until theystop to randomly assign symbols to students in front of thatidentification plate 140. An application on mobile device 610 can beused to control the table devices. The app can be used to toggle symbolson the screens 660 such that the identifying symbols can be randomlyassigned to the respective tablet devices 655.

In addition, the touch screen interface 660 in the tablet device 655 canbe used as an input buzzer. For example, each plate 140 that faces astudent can be configured as a buzzer so that when the teacher asks aquestion (e.g., “what's the capital of France?”) students “buzz” in bypressing the touch screen interface 660 in front of them. This cantrigger a sound, light, animation, and/or a tally mark on thetouchscreen 660.

FIG. 7 illustrates steps associated with a method 700 utilizing thesystem 100, in accordance with the disclosed embodiments. The methodbegins at 705. At step 710 the system 100 can be configured for thedesired lesson. This configuration can include, selecting the number ofgroups, and using the appropriate number of systems 100 (e.g., 4 groupsof four, requires the use of 4 systems 100), selecting identifiers foreach group, selecting the tools that will be included in the system 100for the lesson planned, and distributing the systems to group ofstudents.

Specific tools for the planned lesson can be selected at 715, andinventory of the selected tools can be taken as shown at 720. This canbe used as a means for student accountability at the completion of theexercise. Once the system 100 has been configured and inventory of thetools is taken, the systems 100 can be distributed to each group ofstudents. The students can adjust the system so that the correctidentifier is facing each group.

At step 725, the teacher can proceed with the lesson as planned. Thiscan include using the various engagement tools provided in the system100 to facilitate student participation in the lesson as outlined above.The lesson can be completed at step 730, at which point, inventory ofthe tools can again be taken at 735. With the lesson complete the methodends at 740.

FIGS. 8-10 are provided as exemplary diagrams of data-processingenvironments in which embodiments of the present invention may beimplemented. It should be appreciated that FIGS. 8-10 are only exemplaryand are not intended to assert or imply any limitation with regard tothe environments in which aspects or embodiments of the disclosedembodiments may be implemented. Many modifications to the depictedenvironments may be made without departing from the spirit and scope ofthe disclosed embodiments.

A block diagram of a computer system 800 that executes programming forimplementing parts of the methods and systems disclosed herein is shownin FIG. 1 . A computing device in the form of a computer 810 configuredto interface with sensors, peripheral devices, and other elementsdisclosed herein may include one or more processing units 802, memory804, removable storage 812, and non-removable storage 814. Memory 804may include volatile memory 806 and non-volatile memory 808. Computer810 may include or have access to a computing environment that includesa variety of transitory and non-transitory computer-readable media suchas volatile memory 806 and non-volatile memory 808, removable storage812 and non-removable storage 814. Computer storage includes, forexample, random access memory (RAM), read only memory (ROM), erasableprogrammable read-only memory (EPROM) and electrically erasableprogrammable read-only memory (EEPROM), flash memory or other memorytechnologies, compact disc read-only memory (CD ROM), Digital VersatileDisks (DVD) or other optical disk storage, magnetic cassettes, magnetictape, magnetic disk storage, or other magnetic storage devices, or anyother medium capable of storing computer-readable instructions as wellas data including image data.

Computer 810 may include or have access to a computing environment thatincludes input 816, output 818, and a communication connection 820. Thecomputer may operate in a networked environment using a communicationconnection 820 to connect to one or more remote computers, remotesensors, detection devices, hand-held devices, multi-function devices(MFDs), mobile devices, tablet devices, mobile phones, Smartphones, orother such devices. The remote computer may also include a personalcomputer (PC), server, router, network PC, RFID enabled device, a peerdevice or other common network node, or the like. The communicationconnection may include a Local Area Network (LAN), a Wide Area Network(WAN), Bluetooth connection, or other networks. This functionality isdescribed more fully in the description associated with FIG. 9 below.

Output 818 is most commonly provided as a computer monitor, but mayinclude any output device. Output 818 and/or input 816 may include adata collection apparatus associated with computer system 800. Inaddition, input 816, which commonly includes a computer keyboard and/orpointing device such as a computer mouse, computer track pad, or thelike, allows a user to select and instruct computer system 800. A userinterface can be provided using output 818 and input 816. Output 818 mayfunction as a display for displaying data and information for a user,and for interactively displaying a graphical user interface (GUI) 830.

Note that the term “GUI” generally refers to a type of environment thatrepresents programs, files, options, and so forth by means ofgraphically displayed icons, menus, and dialog boxes on a computermonitor screen. A user can interact with the GUI to select and activatesuch options by directly touching the screen and/or pointing andclicking with a user input device 816 such as, for example, a pointingdevice such as a mouse and/or with a keyboard. A particular item canfunction in the same manner to the user in all applications because theGUI provides standard software routines (e.g., module 825) to handlethese elements and report the user's actions. The GUI can further beused to display the electronic service image frames as discussed below.

Computer-readable instructions, for example, program module or node 825,which can be representative of other modules or nodes described herein,are stored on a computer-readable medium and are executable by theprocessing unit 802 of computer 810. Program module or node 825 mayinclude a computer application. A hard drive, CD-ROM, RAM, Flash Memory,and a USB drive are just some examples of articles including acomputer-readable medium.

FIG. 9 depicts a graphical representation of a network ofdata-processing systems 900 in which aspects of the present inventionmay be implemented. Network data-processing system 900 is a network ofcomputers or other such devices such as mobile phones, smartphones,sensors, detection devices, and the like in which embodiments of thepresent invention may be implemented. Note that the system 900 can beimplemented in the context of a software module such as program module825. The system 900 includes a network 902 in communication with one ormore clients 910, 912, and 914. Network 902 may also be in communicationwith one or more RFID, GPS, and/or Bluetooth enabled devices 904,servers 906, and storage 908. Network 902 is a medium that can be usedto provide communications links between various devices and computersconnected together within a networked data processing system such ascomputer system 800. Network 902 may include connections such as wiredcommunication links, wireless communication links of various types,fiber optic cables, quantum, or quantum encryption, or quantumteleportation networks, etc. Network 902 can communicate with one ormore servers 906, one or more external devices such as external device904, and a memory storage unit such as, for example, memory or database908. It should be understood that external device 904 may be embodied asa teaching aid system, microcontroller, controller, receiver, receivermodule, transceiver, or other such device.

In the depicted example, external device 904, server 906, and clients910, 912, and 914 connect to network 902 along with storage unit 908.Clients 910, 912, and 914 may be, for example, personal computers ornetwork computers, handheld devices, mobile devices, tablet devices,smartphones, personal digital assistants, microcontrollers, recordingdevices, MFDs, etc. Computer system 800 depicted in FIG. 8 can be, forexample, a client such as client 910 and/or 912.

Computer system 800 can also be implemented as a server such as server906, depending upon design considerations. In the depicted example,server 906 provides data such as boot files, operating system images,applications, and application updates to clients 910, 912, and/or 914.Clients 910, 912, and 914 and external device 904 are clients to server906 in this example. Network data-processing system 900 may includeadditional servers, clients, and other devices not shown. Specifically,clients may connect to any member of a network of servers, which provideequivalent content.

In the depicted example, network data-processing system 900 is theInternet with network 902 representing a worldwide collection ofnetworks and gateways that use the Transmission ControlProtocol/Internet Protocol (TCP/IP) suite of protocols to communicatewith one another. At the heart of the Internet is a backbone ofhigh-speed data communication lines between major nodes or hostcomputers consisting of thousands of commercial, government,educational, and other computer systems that route data and messages. Ofcourse, network data-processing system 900 may also be implemented as anumber of different types of networks such as, for example, an intranet,a local area network (LAN), or a wide area network (WAN). FIGS. 8 and 9are intended as examples and not as architectural limitations fordifferent embodiments of the present invention.

FIG. 10 illustrates a software system 1000, which may be employed fordirecting the operation of the data-processing systems such as computersystem 800 depicted in FIG. 8. Software application 1005, may be storedin memory 804, on removable storage 812, or on non-removable storage 814shown in FIG. 8 , and generally includes and/or is associated with akernel or operating system 1010 and a shell or interface 1015. One ormore application programs, such as module(s) or node(s) 825, may be“loaded” (i.e., transferred from removable storage 814 into the memory804) for execution by the data-processing system 800. Thedata-processing system 800 can receive user commands and data throughuser interface 1015, which can include input 816 and output 818,accessible by a user 1020. These inputs may then be acted upon by thecomputer system 800 in accordance with instructions from operatingsystem 1010 and/or software application 1005 and any software module(s)825 thereof.

Generally, program modules (e.g., module 825) can include, but are notlimited to, routines, subroutines, software applications, programs,objects, components, data structures, etc., that perform particulartasks or implement particular abstract data types and instructions.Moreover, those skilled in the art will appreciate that elements of thedisclosed methods and systems may be practiced with other computersystem configurations such as, for example, hand-held devices, mobilephones, smart phones, tablet devices, multi-processor systems, printers,copiers, fax machines, multi-function devices, data networks,microprocessor-based or programmable consumer electronics, networkedpersonal computers, minicomputers, mainframe computers, servers, medicalequipment, medical devices, and the like.

Note that the term module or node as utilized herein may refer to acollection of routines and data structures that perform a particulartask or implements a particular abstract data type. Modules may becomposed of two parts: an interface, which lists the constants, datatypes, variables, and routines that can be accessed by other modules orroutines; and an implementation, which is typically private (accessibleonly to that module), and which includes source code that actuallyimplements the routines in the module. The term module may also simplyrefer to an application such as a computer program designed to assist inthe performance of a specific task such as word processing, accounting,inventory management, etc., or a hardware component designed toequivalently assist in the performance of a task.

The interface 1015 (e.g., a graphical user interface 830) can serve todisplay results, whereupon a user 1020 may supply additional inputs orterminate a particular session. In some embodiments, operating system1010 and GUI 830 can be implemented in the context of a “windows”system. It can be appreciated, of course, that other types of systemsare possible. For example, rather than a traditional “windows” system,other operation systems such as, for example, a real time operatingsystem (RTOS) more commonly employed in wireless systems may also beemployed with respect to operating system 1010 and interface 1015. Thesoftware application 1005 can include, for example, module(s) 825, whichcan include instructions for carrying out steps or logical operationssuch as those shown and described herein.

The following description is presented with respect to embodiments ofthe present invention, which can be embodied in the context of, orrequire the use of a data-processing system such as computer system 800,in conjunction with program module 825, and data-processing system 900and network 902 depicted in FIGS. 8-10 . The present invention, however,is not limited to any particular application or any particularenvironment. Instead, those skilled in the art will find that thesystems and methods of the present invention may be advantageouslyapplied to a variety of system and application software includingdatabase management systems, word processors, and the like. Moreover,the present invention may be embodied on a variety of differentplatforms including Windows, Macintosh, UNIX, LINUX, Android, Arduinoand the like. Therefore, the descriptions of the exemplary embodiments,which follow, are for purposes of illustration and not considered alimitation.

Based on the foregoing, it can be appreciated that a number ofembodiments, preferred and alternative, are disclosed herein. Forexample, in an embodiment, a teaching aid system comprises a housing, atleast one compartment configured in said housing, at least oneengagement tool, and a base connected to the housing.

In an embodiment, the housing further comprises at least one retainingstrut formed on an exterior wall of the housing and at least one slotformed in a lip of the housing. In an embodiment, the system comprisesfurther at least one identification plate engaged to the exterior wallof the housing with the at least one retaining strut. In an embodimentthe system further comprises a coating formed on the identificationplate, the coating comprising at least one of a blackboard coating and awhiteboard coating.

In an embodiment the base connected to the housing further comprises adowel connecting the base to the housing and a race and bearingassembly.

In an embodiment, the at least one engagement tool further comprises atleast one of stones, sticks, sand timers, stickie notes, markers,highlighters, post-it notes, and dice.

In an embodiment of the system, the at least one compartment furthercomprises one of: four equally sized compartments, one large compartmentand two smaller compartments, two equally sized compartments, and onecompartment.

In another embodiment, a teaching aid apparatus comprises a housing, atleast one guide rail formed on an inner surface of said housing, atleast one compartment configured in said housing, at least oneengagement tool, and a base connected to the housing. In an embodimentof the apparatus the housing further comprises at least one retainingstrut formed on an exterior wall of the housing, at least one slotformed in a lip of the housing, and at least one identification plateengaged to the exterior wall of the housing with the at least oneretaining strut. In an embodiment, the apparatus further comprises acoating formed on the identification plate, the coating comprising atleast one of: a blackboard coating, and a whiteboard coating.

In an embodiment of the apparatus, the base connected to the housingfurther comprises a dowel connecting the base to the housing. In anembodiment, the base connected to the housing further comprises a raceand bearing assembly formed in the base and connected to the dowel.

In an embodiment the apparatus of claim 8 further comprises at least onelatch configured to hold the at least one compartment in place.

In an embodiment, the at least one compartment further comprises one offour equally sized compartments, one large compartment and two smallercompartments, two equally sized compartments, and one compartment.

In yet another embodiment, a system comprises a housing, at least oneguide rail formed on an inner surface of said housing, at least onecompartment configured in said housing, at least one latch configured tohold the at least one compartment in the housing, at least oneengagement tool, and a base connected to the housing. In an embodimentthe housing further comprises at least one retaining strut formed on anexterior wall of the housing, at least one slot formed in a lip of thehousing, and at least one identification plate engaged to the exteriorwall of the housing with the at least one retaining strut. In anembodiment, the system further comprises an identifier formed on saididentification plate.

In an embodiment, the base connected to the housing further comprises: adowel connecting the base to the housing, and a race and bearingassembly formed in the base and connected to the dowel.

In an embodiment, the at least one engagement tool further comprises atleast one of: stones, sticks, sand timers, stickie notes, markers,highlighters, post-it notes, and dice.

In an embodiment of the system, the at least one compartment furthercomprises one of: four equally sized compartments, one large compartmentand two smaller compartments, two equally sized compartments, and onecompartment.

In an embodiment, the system further comprises an electronic component,that can be battery operated. When activated, the system can provide abuzzer-like sound and lights on the housing can be activated. Theactivation button can be a separate unit, connected to the housing unitelectronically via wired connection, blue tooth, or similar wirelesstechnologies.

It will be appreciated that variations of the above-disclosed and otherfeatures and functions, or alternatives thereof, may be desirablycombined into many other different systems or applications. Also, itshould be appreciated that various presently unforeseen or unanticipatedalternatives, modifications, variations, or improvements therein may besubsequently made by those skilled in the art which are also intended tobe encompassed by the following claims.

What is claimed is:
 1. A teaching aid system comprising: a housingcomprising an exterior wall with a plurality of sides, the housingfurther comprises: at least one retaining strut formed on each side ofthe exterior wall of the housing; and at least one slot formed in a lipof the housing; at least one identification plate engaged to each sideof the exterior wall of the housing with the at least one retainingstrut; and a unique identifier on the identification plate, wherein theidentification plate is configured to identify a student or group ofstudents at whom the identification plate is pointing; a plurality ofcompartments configured in said housing wherein the compartments areconfigured to hold at least one engagement tool; a base connected to thehousing, the base further comprising a drawer; a coating formed on eachof the at least one identification plates, the coating comprising atleast one of: a blackboard coating and a whiteboard coating.
 2. Theteaching aid system of claim 1 further comprising: at least oneidentification plate engaged to the exterior wall of the housing withthe at least one retaining strut.
 3. The teaching aid system of claim 1wherein the base connected to the housing further comprises: a dowelconnecting the base to the housing; and a race and bearing assembly. 4.The teaching aid system of claim 1 wherein the at least one engagementtool further comprises at least one of: stones; sticks; sand timers;stickie notes; markers; highlighters; and dice.
 5. the teaching aidsystem of claim 1 wherein the at least one engagement tool furthercomprises: a flagpole; and a flag configured to attach to said flagpole.6. The teaching aid system of claim 1 wherein said at least onecompartment further comprises one of: four equally sized compartments;one large compartment and two smaller compartments; two equally sizedcompartments; and one compartment.
 7. A teaching aid apparatuscomprising: a housing; at least one guide rail formed on an innersurface of said housing; a plurality of removable compartmentsconfigured in said housing; at least one engagement tool in each of theplurality of compartments, the at least one engagement tool comprising aflag system; a base connected to the housing; wherein said housingfurther comprises: at least one retaining strut formed on each side ofthe exterior wall of the housing; and at least one slot formed in a lipof the housing; at least one identification plate engaged to each sideof the exterior wall of the housing with the at least one retainingstrut; and a unique identifier on each side of the exterior wall of thehousing, wherein each identification plate can be engaged in front ofthe unique identifier, and wherein each identification plate isconfigured to identify a student or group of students at whom theidentification plate is pointing; and wherein each unique identifier oneach of the plurality of identification plates corresponds toinstructions for using one or more of the plurality of engagement toolsin one or more of the removable compartments; and a coating formed oneach of the at least one identification plates, the coating comprisingat least one of: a blackboard coating and a whiteboard coating.
 8. Theteaching aid apparatus of claim 7 wherein the at least one engagementtool further comprises at least one of: stones; sticks; sand timers;stickie notes; markers; highlighters; and dice.
 9. The teaching aidapparatus of claim 7 wherein the base connected to the housing furthercomprises: a dowel connecting the base to the housing.
 10. The teachingaid apparatus of claim 9 wherein the base connected to the housingfurther comprises: a race and bearing assembly formed in the base andconnected to the dowel.
 11. The teaching aid apparatus of claim 10further comprising at least one latch configured to hold the at leastone compartment in place.
 12. The teaching aid apparatus of claim 7wherein said at least one compartment further comprises one of: fourequally sized compartments; one large compartment and two smallercompartments; two equally sized compartments; and one compartment.
 13. Asystem comprising: a housing; at least one guide rail formed on an innersurface of said housing; at least one compartment configured in saidhousing; at least one latch configured to hold the at least onecompartment in the housing; a base connected to the housing; and atablet device configured to mount to the housing, the tablet devicecomprising a computer system, said computer system further comprising:at least one processor; and a computer-usable medium embodying computerprogram code, the computer-usable medium capable of communicating withthe at least one processor, the computer program code comprisinginstructions executable by the at least one processor and configuredfor: displaying at least one identifier.
 14. The system of claim 13wherein said housing further comprises: at least two retaining strutsformed on an exterior wall of the housing.
 15. The system of claim 13wherein the computer program code comprising instructions executable bythe at least one processor and configured for: providing a buzzing infunction.
 16. The system of claim 13 wherein the base connected to thehousing further comprises: a dowel connecting the base to the housing;and a race and bearing assembly formed in the base and connected to thedowel.
 17. The system of claim 13 wherein the at least one engagementtool further comprises at least one of: stones; sticks; sand timers;stickie notes; markers; highlighters; and dice.
 18. The system of claim13 wherein the at least one engagement tool further comprises: a flagsystem.
 19. The system of claim 15 wherein said at least one compartmentfurther comprises one of: four equally sized compartments; one largecompartment and two smaller compartments; two equally sizedcompartments; and one compartment.
 20. The system of claim 15 furthercomprising: a light bar configured on the at least two retaining struts.